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important explanation of DSL communications medium. one key thing is that download speeds may be 10 times faster than upload speeds. So if someone is transmitting video, could really clog their system into nonperformance.

Although this is geared for educators, it is a great simple explanation of PLN, why they are important, and how they work.

This is very valuable. I would like to have more information about how to create the dashboard to hold all the information he mentions.

Although talking about youth, this video is a great explanation of the shift in education from knowledge acquisition to making meaning from self-directed learning. It explains the new way of thinking and learning and teaching and being in the world.

Blog post by Jeff Cobb, February 2011, Tagoras site, on adults' self-concept of being responsible for their own decisions and how this is as odds with their frequent relapse into their K-12 expectations/habits/behaviors in adult learning situations. Explanation of Malcolm Knowles's concepts of the Adult Learner: 1. Adults need to know why they need to learn. 2. Adults have a self-concept of being responsible for their own decisions - they have a psychological need to be seen by others as capable of self-direction. 3. Experience is often the best foundation for adult learning activities - often the "richest resources for learning reside in the adult learners themselves." [66] 4. Adults tend to be most interested in learning that has immediate relevance to their jobs or personal lives. 5. Adult learners tend to be life-centered (or task-centered, or problem-centered) rather than subject or content-centered. 6. Adults are typically more responsive to internal motivators (job satisfaction, self esteem, quality of life, etc.) than external motivators (promotions, higher salaries, etc.). Excerpt on how online learning environments are not always recognized as such and how facilitation of learning networks is critical: "Finally - something I have been arguing in one way or another for years - the problematic side of "self-concept" pretty much flies out the window if you remove the obvious, traditional labels like "seminar" or "Webinar." This is a key reason why social networks are so powerful as learning environments - people tend not to consciously acknowledge them as such even though learning is typically the key social object in any professional community that survives and thrives over time. Educators must recognize this and learn to facilitate learning within networks if they want to truly lead learning in their fields and industries."

Interesting explanation of business model for how nonprofit and forprofit MOOC partners--edX, Coursera, and Udacity--will make money along with the universities. Implications for other, smaller online learning partnerships? Excerpt on two models (large-scale efforts) According to Mr. Agarwal, edX offers its university affiliates a choice of two partnership models. Both models give universities the opportunity to make money from their edX MOOCs-but only after edX gets paid. Related Content What You Need to Know About MOOCs Document: The Revenue-Sharing Models Between edX and University Partners The first, called the "university self-service model," essentially allows a participating university to use edX's platform as a free learning-management system for a course on the condition that part of any revenue generated by the course flow to edX. The courses developed under that model will be created by "individual faculty members without course-production assistance from edX," and will be branded separately in the edX catalog as "edge" courses until they pass a quality-review process, according to a standard agreement provided to The Chronicle by edX. Once a self-service course goes live on the edX Web site, edX will collect the first $50,000 generated by the course, or $10,000 for each recurring course. The organization and the university partner will each get 50 percent of all revenue beyond that threshold. The second model, called the "edX-supported model," casts the organization in the role of consultant and design partner, offering "production assistance" to universities for their MOOCs. The organization charges a base rate of $250,000 for each new course, plus $50,000 for each time a course is offered for an additional term, according to the standard agreement. Although the edX-supported model requires cash upfront, the potential returns for the university are high if a course ends up making money. The university gets 70 percent of any revenue gen

from Fast Company.com Explanation of Mightybell and interview with Gina Bianchini about why she created it. Again, the focus is on groups. "Today, the number of social networks available to us means there's a surfeit of places to come together online--we share aspirational photos on Pinterest, photos from our lives on Instagram, news on Google+, Internet happenings on Tumblr, and everything else on Facebook. But with so many channels to work with (waste time on?), the things we want to say are easily drowned out in noise, making it hard to establish genuine, intimate relationships with groups of people who aren't close friends and family. Sure, you can like a photo or retweet a clever one-liner as gestures of social solidarity, but they don't go far in making connections that count. Which is why Gina Bianchini, founder of new social network Mightybell, thinks it's time for an AOL chat room renaissance. Collaboration and action in intimate circles could be her competitive advantage."

More on Mightybell

excellent explanation by Tom Vander Ark on why parent-managed learner profiles are becoming more important all the time for young people.  Is the corollary true for adults owning their learning in portable, digital carry-alongs for sharing with potential employers, etc.  

explanation by Diigo of its users--those who affiliate for professional as well as personal reasons--and its utility as the "best personal knowledge managment (PKM) on the market."

Wonderful explanation of the power of pull and its exploration in books written by John Hagel III, John Seely Brown (Social Life of Information author among many other foundational books), and Lang Davison (former director of Deloitte Center for the Edge and editor-in-chief of the McKinsey Quarterly). Endorses community of practice and "socially embedded practice in driving knowledge creation and performance improvement." From April 9, 2010

TEDx talk by Doug Belshaw. Interesting talk on digital literacy, and how it is tied to social and societal norms and memes. Good graphic explanations of his essential elements.

From Virpi--great visual and explanation of low-ego leadership that social networks can be started with.

explanation of Pomodoro technique by Francesco Cirillo in 2006.

ASAE's page on Collaborate Welcome with explanation of how to get started and how members "easily interact and communicate online and via email to exchange ideas, experience, knowledge and wisdom of your peers." Join our discussion groups to spark or contribute to a conversation. The benefits are endless!" Overview of how to get started "1. customize your profile and preferences... 2. adjust your subscription settings... 3. start a conversation in the discussion groups... 4. start networking--find a member and connect... 5. Volunteer Town Square--here you will find short-term opportunities as well as ASAE's one-year term council and committee appointment groups. We encourage you to volunteer for projects that fit your interests, expertise, and schedule!"

The explanation of Connected Learning has a great graphic on learning principles and design principles that we can adapt for the WLS's work with professional membership groups. "Connected Learning leverages the advances of the digital age to make that dream a reality - connecting academics to interests, learners to inspiring peers and mentors, and educational goals to the higher order skills the new economy rewards. Six principles (below) define it and allow every young person to experience learning that is social, participatory, interest-driven and relevant to the opportunities of our time. "

Interesting explanation of how our brains mirror each other through "enbodying" reactions, January 19, 2012

Very good post on Got Clicks? on social media--Facebook, Twitter, LinkedIn, and HootSuite because it focuses first on why you want to use the tool. And then gets into nice explanation of how to use it. July 21, 2014

an interesting services page that relies heavily on text but nice (to me) examples and length of explanations. PebbleRoad

"How to Get the Applicant Tracking System to Pick Your Resume" from bigInterview. Good explanation of how ATS work, the history of ATS, why used by more and more employers. Also good easy checklist of tips for resume writing for ATS.

"The Easy How-To Guide to Formatting Resumes for Applicant Tracking Systems" by Lisa Rangel on LinkedIn. Quick, easy to read explanation of what ATS is, how it works, and how to format a resume for ATS success.

nice explanation of how professor uses email, scanner, Evernote, and Dropbox to build a fully searchable portfolio to organize and store bits of information that need to be compiled when being considered for tenure.